The effect of supportive-educative nursing interventions on older adult's self-care, post-stroke

2.50
Hdl Handle:
http://hdl.handle.net/10755/150352
Type:
Presentation
Title:
The effect of supportive-educative nursing interventions on older adult's self-care, post-stroke
Abstract:
The effect of supportive-educative nursing interventions on older adult's self-care, post-stroke
Conference Sponsor:Sigma Theta Tau International
Conference Year:1991
Author:Folden, Susan, PhD
P.I. Institution Name:Barry University
Title:Associate Professor
The purpose of this research was to assess the effect of a

specific supportive-educative nursing intervention of guided

decision-making on older adults' perception of self-care

post-stroke. Strokes produce complex functional deficits which

impair an individual's ability to care for self. There is much

research to support the use of education in increasing the

self-care ability of chronically ill individuals. However, few

researchers have investigated the independent effects of other

nursing interventions on self-care. Orem's self-care theory of

nursing formed the conceptual framework for the study.



A pretest post-test quasi-experimental design was used. A

purposive sample of 68 older adults in four stroke rehabilitation

programs agreed to participate in this study. Participants were

alternately assigned to the control or experimental group. All

participants completed the Exercise of Self-Care Agency Scale and

the Jalowiec Coping Scale on admission and discharge from the

study. Participants in the experimental group received the

intervention using the Guided Decision Making Model.



The following hypotheses were tested using a repeated measures

multiple analysis of variance: l) Guided decision-making

increases older adults' perception of responsibility for

self-care post-stroke, 2) Guided decision-making increases older

adults' preference for an active versus passive approach to

self-care post-stroke, 3) Guided decision-making increases older

adults' use of problem oriented coping strategies post-stroke.



The F values for the first and third hypotheses were significant

at the preset .05 level of significance. The F value for the

second hypothesis was not significant indicating that the

intervention did not significantly affect an individual's

preference for an active versus passive approach to self-care.



The results of the study support the potential effectiveness of

using individually-focused, supportive-educative nursing

interventions to improve older adults' perception of self-care

ability and to increase their use of self-care activities.



Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleThe effect of supportive-educative nursing interventions on older adult's self-care, post-strokeen_GB
dc.identifier.urihttp://hdl.handle.net/10755/150352-
dc.description.abstract<table><tr><td colspan="2" class="item-title">The effect of supportive-educative nursing interventions on older adult's self-care, post-stroke</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">1991</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Folden, Susan, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Barry University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor</td></tr><tr><td colspan="2" class="item-abstract">The purpose of this research was to assess the effect of a<br/><br/>specific supportive-educative nursing intervention of guided<br/><br/>decision-making on older adults' perception of self-care<br/><br/>post-stroke. Strokes produce complex functional deficits which<br/><br/>impair an individual's ability to care for self. There is much<br/><br/>research to support the use of education in increasing the<br/><br/>self-care ability of chronically ill individuals. However, few<br/><br/>researchers have investigated the independent effects of other<br/><br/>nursing interventions on self-care. Orem's self-care theory of<br/><br/>nursing formed the conceptual framework for the study.<br/><br/><br/><br/>A pretest post-test quasi-experimental design was used. A<br/><br/>purposive sample of 68 older adults in four stroke rehabilitation<br/><br/>programs agreed to participate in this study. Participants were<br/><br/>alternately assigned to the control or experimental group. All<br/><br/>participants completed the Exercise of Self-Care Agency Scale and<br/><br/>the Jalowiec Coping Scale on admission and discharge from the<br/><br/>study. Participants in the experimental group received the<br/><br/>intervention using the Guided Decision Making Model.<br/><br/><br/><br/>The following hypotheses were tested using a repeated measures<br/><br/>multiple analysis of variance: l) Guided decision-making<br/><br/>increases older adults' perception of responsibility for<br/><br/>self-care post-stroke, 2) Guided decision-making increases older<br/><br/>adults' preference for an active versus passive approach to<br/><br/>self-care post-stroke, 3) Guided decision-making increases older<br/><br/>adults' use of problem oriented coping strategies post-stroke.<br/><br/><br/><br/>The F values for the first and third hypotheses were significant<br/><br/>at the preset .05 level of significance. The F value for the<br/><br/>second hypothesis was not significant indicating that the<br/><br/>intervention did not significantly affect an individual's<br/><br/>preference for an active versus passive approach to self-care.<br/><br/><br/><br/>The results of the study support the potential effectiveness of<br/><br/>using individually-focused, supportive-educative nursing<br/><br/>interventions to improve older adults' perception of self-care<br/><br/>ability and to increase their use of self-care activities.<br/><br/><br/><br/></td></tr></table>en_GB
dc.date.available2011-10-26T10:22:25Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T10:22:25Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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